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ESP uses a different methodology from general English (GE) due to its specific focus on training learners in English for vocational contexts. In ESP, content selection is easier since needs are more defined, and the aim is to build a restricted competence sufficient for those contexts. In contrast, EGP has a broader focus on education rather than training, more difficult content selection since future needs cannot be predicted clearly, and aims to provide a broadly useful foundation. However, others argue the differences between ESP and EGP have become vague as GE courses now also consider learner needs and ESP influences teaching in general.
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ESP
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ESP Uses, In Specific Teaching Situations, A Different Methodology Than That of General English;
ESP uses a different methodology from general English (GE) due to its specific focus on training learners in English for vocational contexts. In ESP, content selection is easier since needs are more defined, and the aim is to build a restricted competence sufficient for those contexts. In contrast, EGP has a broader focus on education rather than training, more difficult content selection since future needs cannot be predicted clearly, and aims to provide a broadly useful foundation. However, others argue the differences between ESP and EGP have become vague as GE courses now also consider learner needs and ESP influences teaching in general.
ESP uses a different methodology from general English (GE) due to its specific focus on training learners in English for vocational contexts. In ESP, content selection is easier since needs are more defined, and the aim is to build a restricted competence sufficient for those contexts. In contrast, EGP has a broader focus on education rather than training, more difficult content selection since future needs cannot be predicted clearly, and aims to provide a broadly useful foundation. However, others argue the differences between ESP and EGP have become vague as GE courses now also consider learner needs and ESP influences teaching in general.
ESP is part of the broader professional framework of English language teaching. It
implies the design of syllabi and materials as well as its presentation and then evaluation. But, English for general purpose (EGP) refers to contexts such as school where needs cannot be specified. It is usefully considered as providing a broad foundation rather a thorough and selective specification of goals like ESP. Consequently, ESP uses, in specific teaching situations, a different methodology than that of general English; since, the focus is on training, as English is intended to be used in specific vocational contexts, selection of appropriate content is easier, and thus, the aim of the syllabus may only be to build a restricted English competence. The first thing that needs to be said is that the focus is on training. In English for General Purposes, generally the focus is on education. The second argument is that in ESP courses the selection of contents is easier. Learners need to acquire language that they can use in vocational contexts. On the contrary, Course content is more difficult to select in EGP, since the future English needs of the learners are hard to predict. The difference between ESP and EGP is, as Hutchinson et al. (1987:53) explains quite simply: "in theory nothing, in practice a great deal". A third point to be raised is that when learning ESP, the aim of the syllabus may only be to build a restricted English competence. On the other hand in EGP it is important for the content in the syllabus to be useful and valuable for the student Finally, Dudley-Evans and St. John (1998) have contended that ESP is not necessarily but may be related to or designed for specific disciplines and different methodologies from that of General English may be employed to cater for the needs of the specific teaching situations for specific disciplines. On the contrary, some people argue that the differences between esp and egp have become very vague. One argument is that when ESP appeared, teachers of GE courses rarely worried about what was essential to actually undertake with their learners who had specific needs. Teachers at the present time, on the contrary, seem much conscious of the significance of needs analysis, and certainly materials writers concerned with ESP handbooks design think very carefully about the goals of learners at all stages of materials production. Probably, this demonstrates the influence that the ESP approach has had on English teaching in general. Clearly the line between where GE courses stop and ESP courses start has become very vague.